본 연구는 학교 교실에 식물관리에 용이한 식물생장시스템을 도입하여 교구화 하고 이를 활용할 수 있는 통합 교육프로그램을 적용함으로써 플랜터 개발방향과 아동의 식물친숙도에 미치는 영향을 알아보았다. 이를 위해 교사 및 학생용 설문지를 이용하였으며 결과는 다음과 같이 요약될 수 있다. 첫째, 교사와 학생은 식물 가꾸기 실습의 어려움과 부담감 해소를 위하여 초등학교 식물 교육에 적합한 교구용 플랜터 개발의 필요성을 인식하고 있었으며, 교사와 학생 모두 물주는 시기를 음성이나 빛, 수위계를 통해 알려주는 기능을 요구하였다. 둘째, 교구용 플랜터에 식재할 식물의 종류는 교사와 학생 모두꽃이나 채소류 보다는 실내식물을 선호 하였다. 셋째, 교구용 플랜터의 식재 용기는 교사와 학생 모두 친환경 소재와 투명한 용기를 선호하였으며 학생은 높이 조절 기능을 필요로 하였다. 넷째, 교구용 플랜터의 크기는 다양한 것을 요구하되 무게가 가벼운 것을 원했으며, 학생은 옮기기 쉽게 바퀴를 교사는좁은 공간에서도 활용할 수 있는 작은 크기를 요구하였다. 다섯째, 식재할 토양에 대한 요구도는 멸균배양토를 원하였으며, 수경재배를 할 수 있는 재료에 대한 요구도도 높았다. 또한 교구용 플랜터 활용 통합교육 프로그램을 적용한 실험집단과 적용하지 않은 비교 집단의 식물 친숙도의 차이를 검증한 결과 식물친숙도의 인지적, 정의적, 심체적 영역에서 각각 p<0.01, p<0.05, p<0.001 수준에서 통계적으로 유의미한 차이가 나타났다. 이는 교구용 플랜터의 활용이 실험집단의 식물친숙도 향상에 긍정적인 효과를 준 결과로 고려되었다.
The subjects in this study were teachers and students in S elementary school located in Seoul. After two third-grade classes were selected, a pretest was conducted to evaluate their familiarity with plants to check the equivalence of the two classes. The experimental group received education by utilizing plants and planters for educational purpose in 18 sessions, and the control group took regular instructions. The findings of the study about the development criteria and design of planters for the purpose of elementary horticultural education were as follows: First, the teachers investigated had difficulties in having students practice plant raising, and that put pressure on them. They felt the need for the development of planters for the purpose of elementary botany education to relieve themselves of the burden. Both of the teachers and students requested that they should be informed of the time when to water plants by using sound, light or a level sensing. Second, as for the type of a plant to grow in a planter for educational purpose, both of the teachers and students preferred indoor plants to flowers or vegetables. Third, concerning the materials of the planters, both groups had a liking for environment-friendly and transparent materials, and the students considered it necessary to regulate the height of the planters. There was little distinct gap in their preference for the shape of the planters such as a cylinder or square. Fourth, they called on the planters to be different in size, and they asked the planters not to be heavy. The students wanted the planters to have wheels to ensure an ease of movement, and the teachers called on the planters to be small in size to ensure their utilization in a small space. Fifth, regarding the soil of the planters, they called for sterilized culture soil, and they asked for materials for water culture as well. Whether there were any differences in plant familiarity between the experimental group that participated in the inclusive education program using the planters for educational purpose and the control group that didn t was investigated, and the two groups were statistically significantly different from each other in cognitive, affective and psychomotor plant familiarity at P<0.001, P<0.05 and P<0.001 level of significance respectively. It indicated that the utilization of the planters for educational purpose had a good effect on boosting the plant familiarity of the experimental group.
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